Great Expectations: DesignTeaching, Research & Enterprise

Editors: Guy Bingham, Erik Bohemia, Ahmed Kovacevic, John McCardle,Brian Parkinson and Darren Southee

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PROCEEDINGS OF THE 17TH INTERNATIONAL CONFERENCE ONENGINEERING AND PRODUCT DESIGN EDUCATION, LOUGHBOROUGH

DESIGN SCHOOL, UNIVERSITY OF LOUGHBOROUGH, UNITED KINGDOM,3RD – 4TH SEPTEMBER 2015

Great Expectations: Design Teaching,Research & Enterprise

Guy BinghamLoughborough University

Erik BohemiaLoughborough University, Design Education Society Special Interest Group,

Design Society

Ahmed KovacevicCity University, Design Education Society Special Interest Group,

Design Society

John McCardleLoughborough University

Brian ParkinsonInstitution of Engineering Designers

Darren SoutheeLoughborough University

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Cover Credit: Philippa Davies

Copyright © 2015 Institution of Engineering Designers, The Design Society

All rights reserved. No part of this publication or the information containedherein may be reproduced, stored in a retrieval system, or transmitted in anyform or by any means, electronic, mechanical, by photocopying, recording orotherwise, without written prior permission from the publisher. Although careis taken to ensure the integrity and quality of this publication and theinformation herein, no responsibility is assumed by the publishers nor theauthor for any damage to property or persons as a result of operation or useof this publication and/or the information contained herein.

Published by: The Design Society

ISBN: 978-1-904670-62-9

The Design SocietyUniversity of Strathclyde, 75 Montrose Street, Glasgow, G1 1XJ, United Kingdom

The Design Society is a charitable body, registered in Scotland, No: SC031694

Institution of Engineering DesignersCourtleigh, Westbury Leigh, Westbury, Wiltshire, BA13 3TA, United Kingdom+44 (0)1373 822801www.ied.org.uk

The Institution of Engineering Designers is a charitable body, incorporated by Royal Charter registered in the UK No: 1145678

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Table of Contents

xvii Foreword

xxiv Design Society

xxv Institution of Engineering Designers

xxvii Keynote: Sebastian Conran – The Importance of Design

xxvix Keynote: Professor Dale Russell – One Step Beyond: An openculture of transcending boundaries towards innovation

Chapter 1 – Exploring Design Education

2 Science Informed Design: Involving the Physical and NaturalSciencesJohn Richard McCardle

8 Are we asking the right Questions? Rethinking Post – GraduateDesign Education towards Sustainable visions for the FutureClare Brass and Francesco Mazzarella

14 Design ManagementColin Ledsome

19 Movement in Aesthetic Form CreationBente Dahl Thomsen

25 Rules and Complex Thinking in Design EducationTore Gulden and Vibeke Sjovoll

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Chapter 2 – Collaboration

32 Collaborating on a Case-Based Course in Quality Management and ControlLyndia Stacey, Ada Barlatt and Steve Lambert

38 Visual Communication of Design Principles in a Complex Kinetic ConstructionGunnar H Gundersen and Arild Berg

44 University – Industry Experiences. Case of a University-Industry-Administration agreementJoaquim Lloveras

50 Interest in the Commercial? Using commercial Design Projects in PedagogyJames Meadwell, David Terris and Peter Ford

56 Principles Guiding Teams in new Product Development ProjectsMoritz Mussgnug, Stefan Boes and Mirko Meboldt

62 What we learn from Experts about Enquiry when we engage in Problem SolvingGrietjie Haupt

69 Problem Framing and Design OpportunitiesCarolina Gill, Blaine Lilly and Paul Reeder

75 Towards the Chequered Flag: A Collaborative Cross Level EngineeringAppreciation Challenge for BSc Product Design StudentsMatthew Alan Watkins, Alan Crisp and Luke Harmer

81 Increasing the Entrepreneurial Success of Design School spin-outsNiall G Deloughry

87 An Interdisciplinary approach to embedding the global dimensioninto Engineering Design: Empathy, Engagement and CreativityElizabeth Hauke, Katie Cresswell-Maynard and Daniel Craddock

93 How to Incorporate Sustainable Design in the International EuropeanProject Semester Programme: Insights from PracticeElli Verhulst, Sarah Rohaert and Karine Van Doorsselaer

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99 Using Engineering Design Tools in Multidisciplinary DistributedStudent TeamsJames Mamo, Philip Farrugia, Jonathan Borg, Andrew Wodehouse,Hilary Grierson and Ahmed Kovacevic

105 Why Internationalisation of Design Education Benefits UK StudentsClive David Hilton

Chapter 3 – Learning Environments

112 DesignLab, making space for doing Design as a ProcessWouter Eggink

118 A Reflection on the Producing, Delivering and Re-Using ‘Assets’ for MOOC’SDan Trowsdale and Gerard Duff

124 Multiple Media Stimulus in Product Design Teaching: The Importance of Rich Media EnvironmentHarald Skulberg

130 Conditions for the Promotion and Development of Creative Industrieswithin Higher Education InstitutionsMaria Cristina Hernandez, Maria Paola Podesta and Beatriz Eugenia Bedoya

136 Utilizing Smartphones to improve the Effectiveness of UniversityStudents’ Collaborative WorkXiaolong Wu, Young Mi Choi and Clay Fenlason

Chapter 4 – Technology

144 Design Process and Conscious Problem Solving Through ComputerAided Design EducationNenad Pavel and Mikael Omlid

150 Visualizing Workplace DesignAnders Hakansson, Magnus Stenberg and John Daniel Ohrling

156 Evaluation of Flipped Teaching Methods for Computer Aided DesignJeff Barrie

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162 Teaching Engineering Drawing in a Technology Changing Environment Joachim Langenbach, Martina Wachter, Armin Lohrengel and Norbert Muller

168 Understanding and Creating 3D Forms Using Familiar ObjectsMithra Zahedi and Zoubeir Azouz

Chapter 5 – Pedagogy

176 Generative Prototype Iteration in the front end of the Design ProcessDavid Liam McKenzie

182 Good Benefactors Managing Design ExpectationsVicki Thomas

188 Developments in Design Pedagogy Michael John Tovey

194 Turning Interaction design Students into Co-Researchers: How wetried this and somewhat failedOskar Rexfelt, Pontus Wallgren and Alexandros Nikitas

200 Educating Design Professionals in the 21st CenturyFang Bin Guo and Jamie Finlay

Chapter 6 – - Ethics

208 Questions of Value – Ethics in the Design CurriculumViktor Hiort af Ornas and Martina Keitsch

214 Slow Fashion in the Sports Apparel IndustryMarte Soderlund and Arild Berg

220 Well Being as a Criteria for Product DesignJulian Lindley and Richard Adams

226 User Involvement in Design of Health Care ServicesAnn Kristin Forshaug and Johannes B Sigurjonsson

232 The purpose of Industrial Design Development – Dilemma of Ethical& Social Aspects of Design Bachelor and Master Projects in LatviaAija Freimane

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Chapter 7 – Matrices and Assessment

240 Introducing Research in Architectural Design Teaching as a Means toEnhance the Design Learning ProcessKarel Vandenhende

246 RP or not RP that is the Co-Creation QuestionMehran Koohgilani, John Powell and Gary Underwood

252 An Investigation of what Feedback Students Recognise as FeedbackTania Maxine Humphries-Smith and Clive Hunt

258 Is Video Feedback in Higher Education Worth a Byte?Anders Berglund, Phillip Tretten and Per Hogstrom

Chapter 8 – Pedagogical Practice

266 Organizational Identity Construal through Design ProcessNenad Pavel and Einar Stoltenberg

272 From Natures Prototypes to Natural PrototypingFraser Bruce and Seaton Baxter

278 Organic, Bionics & Blob Design – Conceptual and Methodological ClarificationBente Dahl Thomsen

284 Boundary Objects as Means for Knowledge Generation in Design EducationMartina Maria Keitsch

Chapter 9 – Social Issues

292 Critical Design for Discussion about Public SpaceSunniva Munster and Arild Berg

298 Designing for user experience in Nordic SkiingHakon Stuler and Arild Berg

304 Using Social Engagement to Inspire Design LearningIan de Vere and Robert Phillips

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310 Social Participatory Teaching and Learning – Lessons from a Partnership of Industrial Designers and local ArtisansJuan Carlos Briede Westermeyer, Marcela Cabello Mora, PabloOlivera Morales, Marcela Mora Donoso and Marcela Perez Porquet

Chapter 10 – Bachelors, Masters and PhD in Design Engineering

318 What Design Students think are Hot Topics; An Analysis of 20+ Yearsof Industrial Design Master ProjectsCasper Boks and Bjorn Baggerud

324 Introducing Industrial Design to the Students of RenaissanceEngineering Programme: A Personal ExperiencePeer Mohudeen Sathikh

330 Reading Assistant: Hands-On Experience with Systematic DesignKhalid Hamarsheh, Mohammed Al Hashimi and Zainab Al Hashimi

336 Writing a PhD in Design and Knowledge Transfer – InterdisciplinaryDesign EducationMarina-Elena Wachs

Chapter 11 – Design Teaching Methods

344 Sand Casting on the Beach – Introducing Traditional Making Skills,Materials and Process through Play and ExperimentationEinar Stoltenberg and Richard Firth

351 Industrial Design: A Profession between Engineering and Applied ArtMartina Maria Keitsch and Eivind Prestholt

357 How Design Reasoning Perspectives Promotes ProspectiveErgonomics within the Teaching of Strategic DesignAndre Liem

363 What are Design and Technology for?Darren John Southee

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369 Unconscious Interaction between Human Cognition and Behaviour in Everyday Product: A Study of Product Form Entities throughFreehand Sketching Using Design Syntactic AnalysisMuhammad Jameel Mohamed Kamil and Shahriman Zainal Abidin

375 Design of Pedagogic Tools for Teaching Materials in Product Design EngineeringLuis Fernando Patino Santa

381 Exploring Lasting User- product relationships, meaning and materialityClare Ruth Green

387 Old hopes through new Schemes: A Path towards InnovationJorge Andres Caro Del Castillo Hernandez

393 Design Students at the Crossroads of Adaption and Self-willJulia Albrecht, Christoph Richter, Elisa Ruhl and Heidrun Allert

Chapter 12 – Project Based Learning

400 Make your bed and lie in it! Learning to take the Consequences of Design Decisions in an Engineering Design ProjectMarkus VoB, Hulusi Bozkurt and Thorsten Sauer

406 Designing for Multisensorial Interactive Product ExperiencesBahar Sener and Owain Pedgley

412 An Energy Cube Project for Teaching Engineering Design ProcessC Fionnuala Farrell, Shannon Massie Chance and Michael O’Flaherty

418 Supporting Validation Activities and Self-reflection Processes in Interdisciplinary Design TeamsSven Matthiesen, Sebastian Schmidt, Simon Klingler, Tobias Pinner,Matthias Eisenmann, Julian Ludwig, Soeren Hohmann and Albert Albers

424 Surgical Appliance Design through Student Co-Creation at PAL-WeekNigel Patrick Garland, Zulfiqar Ahmad Khan and Peter O’Kane

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Chapter 13 – Innovation

432 Sculptural Cubism in Product Design: Using Design History as a Creative ToolAugustine Frimpong Acheampong and Arild Berg

438 Idea Generation: Is Ill-Defined Better for Innovation?Christian Tollestrup and Linda Nhu Laursen

444 Innovation and Academia – IPR Ownership in the UKMatthias Hillner, Mandy Haberman and Professor Ruth Soetendorp

450 Developing innovation in Higher Education: the Catalytic effect of conference attendanceChris Dowlen

456 Technology and Form – Design rights Versus PatentsMatthias Hillner

Chapter 14 – Enterprise

462 Future Industrial Design Specialisations: A Centre for HighPerformance CompositesStephen Trathen, Eddi Pianca, Carlos Montana-Hoyos and BillShelley

468 Developing Research informed Product Design resources to supportteaching and learning in the use of Sketches, Drawings, Models andPrototypesMark Evans

474 Exploring the potential of Enquiry-Based Learning in a ProcessModelling CourseHany Hassanin and Khamis Essa

480 Prototyping Public Design Experiments as Research – The project ofKIC Square in ShanghaiDuan Wu and Dongying Hu

487 On the appropriateness of appropriate judgments in Design EvaluationCyriel Diels and Aysar Ghassan

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Chapter 15 – Problem Based Learning

494 Improving Skills in Product Design: Exploring Solution Space and theImpact of Applied Mental ScalingHarald Skulberg

500 The Problem Revisited: Teaching the PBL Approach to Design StudentsNis Ovesen

506 Project Time Boxing and Milestones as Drivers for Open DesignProjectsChristian Tollestrup

512 Learning-By-Watching as Concept and as a Reason to chooseProfessional Higher Design EducationJames Beate Reitan

518 SYSKIT 2.0 – Implementation of a Sysml Teaching Approach andObservations on Systems Modelling by Mechatronic TeamsSven Matthiesen, Sebastian Schmidt and Georg Moeser

524 Choosing an Appropriate Design Process Bridging the Knowledge gapbetween Professions and Paradigms Using Von Hippel’s end userTheorem – A Case StudyMartin Möhl and Jesper Grode

530 The Materiality of Colour in Design Education: Functional Codes and Cultural ContextArild Berg

536 Manage. Create. Play. Practices for teaching design projectmanagement through the creation of board games.Mauricio Moreira E Silva Bernardes, Geisa Gaiger De Oliveira

Chapter 16 – Learning Paradigm

544 A Preliminary Comparison of Desk and Panel CRIT Settings in theDesign StudioPatrick Pradel, Xu Sun, Bruno Oro and Wang Nan

550 Intensives and Experts: The Deer Park Studio ExperienceRob Eales, Soumitri Varadarajan Parag Anand and Aditi Singh

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556 Are Design-led Innovation approaches applicable to SME’s?Melehat Nul Gulari and Chris Fremantle

562 Raising our Game: Creating new Learning experiences with Research CollaborationsJennifer Loy, Stephen Reay and David White

Chapter 17 – Research

570 Student Design Entrepreneurship, from Concept to retail in Ninety DaysRichard Anthony Elaver

576 Kickstarter’s Role in Industrial Design EducationBryan Howell, David Morgan, Camilla Stark and Aaron Puglisi

582 Enhancing Communication Skills through Student and Enterprise InteractionEinar Stoltenberg

588 The Sharing Economy and DesignJoseph Drew Smith, David Morgan and Bryan Howell

Chapter 18 – Design Methods

594 The ideality “What” Model for Product DesignAlon Weiss, Iko Avital, Yael Helfman Cohen, Amarendra Kumar Dasand Gedalya Mazor

600 Gathering Structured Reflection in the Furniture Business by trend MappingAndrea Erika Frei and Kaare Eriksen

606 Sketching as a Thinking ProcessTatjana Leblanc

612 How Design is taught? A Survey of Approaches, Models & MethodsJorge Maya and Elena Gomez

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Chapter 19 – Creativity

620 Creative Reductionism: How Decreasing Levels of Information canStimulate Designers ImaginationShiro Inoue, Paul Rodgers, Andy Tennant and Nick Spencer

626 Methods for Ideation: Reviewing Early Phase Concept Generationamong Industrial Design Engineer StudentsPeter Conradie, Ralph Nafzger, Cies Vanneste, Lieven de Marez and Jelle Saldien

632 The effect of Profiling on Team Dynamics and CreativitySteve Cayzer

637 A Research Based on Signage Design Experiment to Test Users’ Engagement Duan Wu and Ran Xu

Chapter 20 – Technology and Knowledge Transfer

644 Augmented Reality for Enhanced Student Industrial DesignPresentationsBasak Topal and Bahar Sener

650 Experiences of Embedding Blended Physical and Digital making intoDesign EducationBarney Townsend and Andrew Forkes

656 Determination of Characteristics and Attributes that allow theEfficiency of Technological Tools for the Creative Stage of DesignProcessAlejandro Acuna

662 Printed Electronics, Product Design and the Education of FutureIndustrial Designers?Nicola Emily York, Darren John Southee and Mark Evans

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Foreword

Great Expectations: Design Teaching, Research & Enterprise

The 17th International Conference on Engineering and Product Design Education(E&PDE) was held at Loughborough Design School (LDS), Loughborough University,UK on the 3rd and 4th of September 2015.

The conference was hosted by LDS in close collaboration with the DesignEducation Special Interest Group (DESIG) of the Design Society, and theInstitution of Engineering Designers (IED).

The E&PDE conference series began in 1979 in the UK. In that year I was amember of the first cohort of students in our school to study GCE ‘O’ levelComputer Science. We were taught by our mathematics teacher (who reportedlywas a week or two ahead of us in the syllabus) and we used five hole punchedpaper tape to input to our computer. The home computer was yet to arrive onthe scene, with the Sinclair ZX80 under development at The Mill in St. Ives,Cambs (released in 1980 at £99.95, UK).

Product Design, in 2015, has many fundamental differences to Product Designin 1979 and, while much of the heart of engineering theory existed at that time,Engineering Design (and practice) in 2015 has also undergone multipletransformations over the thirty six year period.

On Wednesday 8th July 2015, I attended an event at St James’s Palace, Londonwhere the Duke of Edinburgh, a patron of the Institute for Engineering Designers(IED), hosted a celebration of the 70 year anniversary of the IED, he alsoconferred the newly established status of Chartered Technological ProductDesigner (CTPD) upon the first five candidates to meet the requirements.

Chartered Engineer status (UK), on the other hand, followed the establishmentof the Engineering Council, gaining a Royal Charter on 27 November 1981 andoffering verified recognition of professional competencies through training andmonitored professional practice experience. Applications for registrations havereportedly increased in recent years suggesting that industry acknowledges andrewards those who have achieved this status.

Engineering and Product Design then have essentially been through evolutionand revolution in the intervening years since the E&PDE conference series began.

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The programme committee agreed, “Great Expectations: Design Teaching,Research & Enterprise”, as the headline theme, captured some prevailingperceptions associated with Higher Education Institutes (HEIs) involved inEngineering and Product Design Education. HEIs, it appears, are required tooutput humans able to meet industry, government and societal demands forproductivity, innovation, happiness and lifelong adaptability.

Our keynote speaker, Sebastian Conran, brings wisdom gained in Industry atSebastian Conran Associates, to present “The Importance of Design” arguingthat there is a clear business-case for the use of rigorous Design Process andCreative Thinking tools in early stage innovation. Such an approach, he suggests,can be even more effective for industry.

Professor Dale Russell, also a keynote speaker, reflects upon her experiences inDesign Education at The Royal College of Art and Central Saint Martins UAL topresent, “One Step Beyond: An Open Culture of Transcending BoundariesTowards Innovation”, looking back at the open culture of discourse andexperimentation in the late 1980s, through to a transdisciplinary fusion ofresearch investigation and experimentation in pedagogical and commercialdesign innovation to initiate insight and understandings for people-centreddesign as we shape our future.

Globalisation, the process of international integration arising from interchangesof world views, products and ideas, previously focused on the economicperspective only, also projects a very different picture in 2015 to that in 1979.It is pleasing to see representatives from more than 30 countries at this year’sE&PDE conference. This allowed the committee to construct a programme withmajor streams including:

● Promoting Creativity and Innovation in Design & Engineering● Ethics and Social Issues● Benefits of Collaboration in Design & Engineering● International Collaboration● Project/Problem Based Learning● Bachelors, Masters and PhDs in Design & Engineering● Design & Engineering Metrics & Assessment● Informing Design & Engineering Pedagogy with Research & Enterprise● Technology Integration, Application & Knowledge Transfer● Design & Engineering Pedagogical Practice

The quality papers submitted and accepted under these streams offer anopportunity to frame, provoke and progress toward an Engineering and ProductDesign Education culture fit for purpose at the present time and into the future.

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This 2015 edition of the E&PDE conference was made possible through thecommitment and efforts of many people. Special thanks go to Judith Grace,Ahmed Kovacevic, Brian Parkinson, Erik Bohemia and Andrew Weeks for theirexcellent wisdom in organizing this conference. Nadine Pearce and CharlotteWhitehead from the Institution of Engineering Designers who have carried outsterling work throughout.

We would sincerely like to thank all the members of the international academicreview board.

On behalf of the conference programme committee:

Dr. Darren SoutheeProgramme Director Product Design & Technology (BSc)Loughborough Design School Loughborough University

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Conference Programme CommitteeGuy Bingham Loughborough Design SchoolDarren Southee Loughborough Design SchoolJohn McCardle Loughborough Design SchoolBrian Parkinson Institution of Engineering DesignersJudith Grace Institution of Engineering DesignersAhmed Kovacevic Design Education Special Interest GroupErik Bohemia Design Education Special Interest Group

Local Organisation Committee at University of TwenteTracy Bhamra Loughborough Design SchoolKaren Roxborough Loughborough Design SchoolAndrew Weeks Loughborough Design School

International Academic Review BoardAlejandro Acuna ITESM Campus Queretaro Alireza Ajdari University of TehranDagfinn Aksnes FluXXWorks Design and Innovations LtdHanan Faisal Al-Faisal University of DammamJuan Pablo Arango

Restrepo Universidad de San BuenaventuraLeslie John Arthur Nottingham Trent UniversityBjorn Baggerud Norwegian University of Science and Technology

(NTNU)Hanieh Bagherzadeh Tehran Art UniversityMark Bailey Northumbria UniversityAndrew David Beck Coventry UniversityArild Berg Oslo and Akershus University CollegeMauricio Moreira

E Silva Bernardes Federal University of Rio Grande Do SulGuy Bingham Loughborough UniversityErik Bohemia Loughborough UniversityJuan Carlos Briede

Westermeyer Universidad Del Bio-BioLyndon Buck Buckinghamshire New UniversityAna Elena Builes

Velez Universidad Pontificia BolivarianaYoung Mi Choi Georgia Institute of TechnologyMillie Clive-Smith Royal College of ArtSara Colombo Politecnino Di MilanoChristopher John

Connor Northumbria UniversityAlan Roy Crisp Nottingham Trent University

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Steve Culley University of BathAna Filomena Curralo Polytechnic Institute de Viana do CasteloIan de Vere Brunel UniversityElies Dekoninck University of BathChris Dowlen London South Bank UniversityKevin Edwards Aston UniversityViviane Gaspar Ribas

El Marghani The Federal University of Paraná (UFPR)Mark Evans Loughborough Design SchoolMichael Anthony

Clifford Evatt Institution of Engineering DesignersBob Eves Bournemouth UniversityPhilip Farrugia University of MaltaPeter Ford De Montfort UniversityAndrew Derek Forkes London South Bank University Aija Freimane Art Academy of latviaNigel Patrick Garland Bournemouth UniversityMichele Germani Universita Politecnica delle MarcheNajaf Gharachourlou The Academic Center for Education, Culture and

Research (ACECR)Deshinder Singh Gill University of BrightonClare Ruth Green Institut Superieur de DesignTore Gulden Oslo and Akershus University CollegeCarsten Haack Lucerne UniversityElizabeth Hauke Imperial CollegeGrietjie Haupt University of PretoriaMalte Sebastian

Hinsch Chair and Institute for Engineering DesignViktor Hiort af Ornas Chalmers University of TechnologyBengt Yngve

Holmqvist Lulea University of TechnologyBryan Howell Brigham Young UniversityBernard James

Huggins WorleyParsonsTania Maxine

Humphries-Smith Bournemouth UniversityWilliam Ion University of StrathclydeDoris James Icesi UniversityJuan Manuel

Jauregui Becker University of TwenteVikramjit Kakati Indian Institute of TechnologyPratul Chandra Kalita Indian Institute of Technology GuwahatiMartina Maria Keitsch Norwegian University of Science and TechnologyMaryam Khalili University of TehranSu-kyoung Kim University of Tsukuba

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International Academic Review Board cont.Mehram Kohhgilani Bournemouth UniversityAske Korsgaard

Hejlesen VELUX A/SAhmed Kovacevic City University LondonYoke-Chin Lai VIA University CollegeSteve Lambert University of WaterlooJoachim Langenbach Clausthal University of TechnologyTatjana LeBlanc University of MontrealColin Ledsome Institution of Engineering DesignersTimo Artturi Lehtonen Tampere University of TechnologyTroy Austin Leininger Brigham Young UniversityAndre Liem Norwegian University of Science and TechnologyBlaine Lilly Ohio State UniversityJulian Lindley University of HertfordshireDerek Little University of StrathclydeJoaquim Lloveras Technical University of CataloniaJennifer Loy Griffith UniversityRoss John Robert

Maclachlan University of StrathclydeNicolas Maranzana Arts et Metiers Paris TechZoran Markovic University of BotswanaPhillipa Marsh National Teachers UnionJoao Martins Polytechnic Institute de Viana do CasteloCedric Masclet G-SCOP laboratoryJorge Hernan

Maya Castano Universidad EAFIT John McCardle Loughborough UniversityMark McGrath Dublin Institute of TechnologyChristian Mclening Aston UniversityChris McMahon University of BristolLuis Mejia Icesi UniversityMark Milne University of BrightonCarlos Alberto

Montana Hoyos University of CanberraDavid Morgan Brigham Young UniversityRichard Morris University of BrightonHassan Sadeghi

Naeini Iran University of Science and TechnologyAlexandros Nikitas University of HuddersfieldNis Ovesen Aalborg UniversityHyuna Park Memphis College of ArtBrian Parkinson Institution of Engineering DesignersNeven Parkovic Faculty of Mechanical Engineering and

Naval Architecture

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Miroslava Nadkova Petrova University of Forestry

Viviana Polo Universidad de San BuenaventuraLuis Pons Puiggros Technical University of CataloniaAlun John Price Edith Cowan UniversityKaisu Rattya University of Eastern FinlandMohammad Razzaghi University of ArtChristoph Richter Christian-Albrechts-Universitat zu KielPaul Rodgers Northumbria UniversityLinda Ryan Institute of Technology SligoPeer Mohideen

Sathikh Nanyan Technological UniversityAmos Scully Rochester Institute of TechnologyColleen Seifert University of MichiganCliff Shin University of Illimois at Urbana ChampaignDosun Shin Arizona State UniversityLilliana Soares Polytechnic Institute de Viana do CasteloMarina Henrieke

Sonneveld Delft University of TechnolgyDarren John Southee Loughborough UniversityJohn Spruce Liverpool John-Moore’s UniversityMark Walter Steiner Rensselaer Polytechnic Institute Brian Stone The Ohio State UniversityMegan Strickfaden University of AlbertaTamer A Thabet University Malaysia SabahBente Dahal Thomsen Aalborg UniversityChristian Tollestrup Aalborg UniversityMichael John Tovey Coventry UniversityStephen Trathen University of CanberraDan Trowsdale University of LeedsSvetlana Usenyuk Aalto UniversityGerard van Os SaxionSjijn Verwulgen University of AntwerpRobert Watty University of Applied Sciences UlmPaul Wilgeroth University of Wales Institute CardiffWessel W Wits University of TwenteFaviane Wolff UniRitter - Laureate International UniversitiesDuan Wu Tongji UniversityMithra Zahedi University of MontrealShahriman Zainal

Abidin Universiti Teknologi MARA

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The Design Society is an international non-governmental, non-profit makingorganisation whose members share a common interest in design. It strives tocontribute to a broad and established understanding of all aspects of design andto promote the use of results and knowledge for the good of humanity.

The Design Society was founded in 2000, taking on the previous activities andresponsibilities of the Workshop Design Konstruction (WDK) Society, especiallythe organisation of the International Conference on Engineering Design (ICED)series of conferences, which had been running since 1981. Since 2000 theSociety has organised ICED conferences in Stockholm, Melbourne, Paris,Stanford, Copenhagen, Seoul and Milan. It has also expanded with members fromforty countries and with further very popular events such as the Engineering andProduct Design Education conferences and the International Conference onDesign Creativity among many other activities. The Society is very active inpublishing papers and proceedings on design topics, and it has a developingportfolio of other design resources available to members including a repositoryof theses and collaborative agreements with a number of design research journals.

The Design Society concentrates on activities that transcend nationalboundaries, and, where possible, will seek to complement national activities.The objects of the Society are to promote the development and promulgation ofunderstanding of all aspects of design across all disciplines by:

● Creating and evolving a formal body of knowledge about design; ● Actively supporting and improving design research, practice,

management and education● Promoting co-operation between those in research, practice,

management and education● Promoting publications and their dissemination;● Organising international and national conferences and workshops● Establishing Special Interest Groups and other specialist activities;● Co-operating with other bodies with complementary areas of interest

The Design Society is a charitable body, registered in Scotland, numberSC031694. Registered Company Number: SC401016.

The Design Society is open to new members. www.designsociety.org.

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Established in 1945, Incorporated by Royal Charter in 2012, the Institution ofEngineering Designers is the premier organisation in the UK to represent thoseworking in the many fields of engineering and product design.

Our members enjoy a range of benefits, including advice on professional codesof conduct, a job board, regular newsletters to keep members up to date withrelevant developments and events and a helpful legal advice service. We hostregular events which offer our members the chance to network with otherprofessionals and members receive the Institution’s bi monthly journal –Engineering Designer.

We are committed to encouraging CPD for all our members, and support ongoingtraining and skills development.

We are licensed by the Engineering Council to assess candidates wishing to jointhe EC's Register of Professional Engineers and Technicians and we also accreditacademic and training courses, both for membership of the Institution andregistration with the EC. Those members who achieve the appropriate academicand competence standards receive Chartered Engineer, Incorporated Engineeror Engineering Technician status.

We are also a licensed body of the Society for the Environment and are able toregister suitably qualified and competent members as Chartered Environmentalists(CEnv).

2015 has seen the launch of a new Chartership for Product Designers. CTPD(Chartered Technological Product Designer) is on-a-par with all other Charteredregistrations and exists to provide professional recognition and standing to thosesuitably qualified and competent persons working in Product Design.

We welcome members from any organisation that has a design function andemploys design engineers and we have many academic teaching staff inmembership. The first step to becoming a member is to register as an Affiliate,and find out more about becoming a member of the IED at http://www.ied.org.uk

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The Importance of DesignSebastian Conran, Sebastian Conran Associates

Summary of KeynoteThere is a clear business-case for using rigorous Design Process and CreativeThinking tools in early stage innovation can be even more effective for industryfor multiple reasons: more innovative & appealing products, simplermanufacturing, quicker responsiveness, and shorter product-developmenttimescales. All of which leads to greater product resilience, customersatisfaction, less aftersales resource and ultimately better profitability.

Although its meaning has become quite nebulous the word Design derives fromLatin designare; scheme, plan, mark out, devise, choose, designate, appoint.The designer is literally "one who schemes" and creates the vision for others to follow.

Traditionally Britain has a culture that believes in amateurism and that anyone‘creative’ could design something nice. There is often a tendency to view designas a sort of marketing tool used in the selling process to package andcommunicate the product offer. However in a contemporary world - whetherPorsche, Dyson or Apple - if aiming to offer globally outstanding product thenexcellent thoughtful design is essential to achieve success.

Professional design exists within a wide bandwidth of disciplines including:industrial, architecture, interface, product-styling, graphic and fashion.Designers tend to specialize in specific fields such as: automotive, builtenvironment, luxury, strategic, branding, or web design. For example industrialdesigners are trained and experienced in product innovation and industrialfabrication. They are skilled at collaborating successfully within technical teamsthroughout the product development process; they tend to think rigorously andin the long term. However with buying seasons twice a year the more intuitivefashion designer is obliged to follow an entirely different schedule.

The choice of which discipline is appropriate for a specific task, and when &where in the innovation process is best applied significantly impact on theoutcome of a project. What is the scale and impact of the challenge – do youneed a nurse or a neurosurgeon, or perhaps a more of a generalized practitioner?Whatever the choice of designer, both talent and experience can count for a lotand some are better than others.

The one thing that all designers should have in common is that they employtheir creativity and experience to create the maximum Value (as in perceptionof fair exchange), whilst using available resources as efficiently as possible.

Another way of looking at it is that value consists of brand, design and quality,divided by cost.

Key Message:Outstanding design can leverage excellence and success from your business; donot leave it too late, design is not just the marketing graphics & logos, wrappers& websites, posters & packaging – although it is part of it, this comes towardsthe end of the process. Design needs to be the first thought as well as the last.

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One Step Beyond: An Open Culture of Transcending Boundaries Towards Innovation Professor Dale Russell, Royal College of Art & Central Saint Martins UAL & Russell Studio

Summary of KeynoteIn the late 80s an open culture of discourse and experimentation took placeby default. Today this same open culture is required that inspires thewillingness to transcend boundaries while acknowledging excellence ofinnovation and rigor demanded within the fusion of engineering, scientific anddesign innovation.

Left-field visioning in a corporate culture is reliant on knowledge flow withinan innovation ecosystem without boundaries. Forming a synthesis addressingsociety, user-centricity and technology that rely upon delicate dialoguebetween scholastic research and commercial innovation practice.

Transition in change through strategic frameworks for disruptive iterationprovoke impact of meaningful exchange created by practitioner and educatoras protagonist in the provision of peripatetic practice on an internationalplatform between academia and corporations. As we progressed throughlandline to cloud, numerous questions and observations are provoked andinclude: Social responsibility? Need for permanency? What is the role ofartefact? Material metamorphosis? Positioning of the hacker?

As advocate for the integration of the intuitive and the pragmatic withintangible and intangible product development, this has led to progressing atransdisciplinary fusion of research investigation and experimentation inpedagogical and commercial design innovation through the synthesis offoresight, research and practice to initiate insight and understandings forpeople-centred design as we shape our future.

EPDE 2015 XXIX

XXX EPDE 2015